Abstract
After several years of observations, interviews, and reviews of literature, the
authors have developed six profiles of gifted and talented children an youth.
These profiles help educators and parents to look closely at the feelings,
behaviors, and needs of the gifted and talented. Also, tips on identification of
each profile are included as well as information on facilitating the gifted and
talented in the school and home.

Gifted children are usually discussed as an undifferentiated group. When they
are differentiated, it tends to be on the basis of differences in intellectual
abilities, talents, or interests rather than from a total or "gestalt" point of
view in terms of behavior, feelings, and needs. For example, creatively gifted,
intellectually gifted, learning disabled gifted, and artistically gifted are
among the different categories that have been reported. The purpose of this
article is to describe a theoretical model to profile the gifted and talented
that differentiates gifted individuals on the basis of behavior, feelings, and
needs. The matrix describes and compares the needs, feelings and behaviors of
six different profiles of gifted children. This model serves to increase
awareness among educators and parents of differences among gifted children and
provides guidelines for identifying gifted children. It can also be used to
develop appropriate educational goals for the gifted. These types are offered as
a generalization to facilitate the task of identifying and guiding gifted
children in all aspects of development. They are not intended to describe anyone
child completely.

Personality is the result of life experiences and genetic makeup. All gifted
children are not affected by their special abilities in the same way. Gifted
children interact with and are influenced by their families, their education,
their relationships, and their personal development. Experience with gifted
children in a variety of settings has served to increase awareness that the
gifted cannot be seen as one group (Strang, 1962).

Little has been done, however, to distinguish among groups of gifted
children. Roeper (1982) proposed five types of gifted children based strictly on
the approaches gifted children use to cope with their emotions. She identified
the perfectionist, the child/adult, the winner of the competition, the
self-critic, and the well-integrated child. She focused on the development of
coping styles and the ways in which gifted children experience and express
feelings.

Few studies focus on a holistic perspective of the gifted child. Most address
one aspect of development or an area of achievement or interest. (Colangelo &
Parker, 1981; Delisle, J.R., 1982; Gregory & Stevens-Long, 1986; Kaiser, Berndt,
& Stanley, 1987; Schwolinski & Reynolds, 1985). The development of the whole
child must be addressed, taking into account the interaction of emotional,
social, cognitive, and physical factors. It is essential to remember that "A
child is a total entity; a combination of many characteristics. Emotions cannot
be treated separately from intellectual awareness or physical development; all
intertwine and influence each other" (Roeper, 1982, p. 21). Giftedness should
not be defined by separate categories; every aspect of personality and
development influences and interacts with every other aspect. Giftedness should
be examined as a construct that impacts on personality.

Profiles of the Gifted and Talented
The following presentation of six different profiles of gifted and talented
students can provide information for educators and parents about the behavior,
feelings, and needs of gifted and talented children and youth. It is important
to remember that this is a theoretical concept that can provide insights for
facilitating the growth of the gifted and talented, not a diagnostic
classification model (see Figure 1).

Putting The Research To Use
It is essential that educators and parents understand the cognitive, emotional,
and social needs of the gifted and talented. "Profiles of the gifted and
talented" provides a framework for a better understanding of these students by
looking closely at their feelings, behavior, and needs. Additional information
is provided concerning adult and peer perceptions, identification, and home and
school interactions. Parents and educators use the profiles to gain a deeper
awareness of the gifted and talented. They are also able to use the information
for inservice and courses concerning the nature and needs of the gifted and
talented. Furthermore, educators can present the information directly to
students in order to help them develop more insight into their own needs and
behavior. "Profiles of the gifted and talented" is a starting point for those
who want to develop a greater awareness and insight into these students. The
application of the approach will provide deeper and greater understanding of our
gifted and talented.

Additionally, children and youth should not be defined by anyone of the
following categories. The behavior, feelings, and needs of gifted and talented
children change frequently when they are young, but as years pass there will be
fewer abrupt changes and they may settle into one or two profile areas. This
approach provides a new understanding of the gifted and talented and new
opportunities for developing techniques and strategies for facilitating the
cognitive, emotional and social growth of these children.

Type IThe Successful
Perhaps as many as 90% of identified gifted students in school programs are Type
I's. Children who demonstrate the behavior, feelings, and needs classified as
Type I's have learned the system. They have listened closely to their parents
and teachers. After discovering what "sells" at home and at school, they begin
to display appropriate behavior. They learn well and are able to score high on
achievement tests and tests of intelligence. As a result, they are usually
identified for placement in programs for the gifted. Rarely do they exhibit
behavior problems because they are eager for approval from teachers, parents and
other adults.

These are the children many believe will "make it on their own." However,
Type I's often become bored with school and learn to use the system in order to
get by with as little effort as possible. Rather than pursue their own interests
and goals in school, they tend to go through the motions of schooling, seeking
structure and direction from instructors. They are dependent upon parents and
teachers. They fail to learn needed skills and attitudes for autonomy, but they
do achieve. Overall, these children may appear to have positive self-concepts
because they have been affirmed for their achievements. They are liked by peers
and are included in social groups. They are dependent on the system but are not
aware that they have deficiencies because of the reinforcement they receive from
adults who are pleased with them and their achievement. However, Goertzel and
Goertzel (1962) concluded that the brightest children in the classroom may
become competent but unimaginative adults who do not fully develop their gifts
and talents. It seems that these children have lost both their creativity and
autonomy.

Gifted young adults who may underachieve in college and later adulthood come
from this group. They do not possess the necessary skills, concepts, and
attitudes necessary for life-long learning. They are well adjusted to society
but are not well prepared for the ever-changing challenges of life.

Type IIThe ChallengingType II's are the divergently gifted. Many school systems fail to
identify Type II gifted children for programs unless the programs have been in
place at least five years and substantial inservicing has been done with
teachers. Type II's typically possess a high degree of creativity and may appear
to be obstinate, tactless, or sarcastic. They often question authority and may
challenge the teacher in front of the class. They do not conform to the system,
and they have not learned to use it to their advantage. They receive little
recognition and few rewards or honors. Their interactions at school and at home
often involve conflict.

These children feel frustrated because the school system has not affirmed
their talents and abilities. They are struggling with their self-esteem. They
may or may not feel included in the social group. Some Type II's also challenge
their peers, and therefore are often not included or welcomed in activities or
group projects; on the other hand, some Type II's have a sense of humor and
creativity that is very appealing to peers. Nevertheless their spontaneity may
be disruptive in the classroom. In spite of their creativity, Type II's often
possess negative self-concepts.

Type II's may be "at risk" as eventual dropouts for drug addiction or
delinquent behavior if appropriate interventions are not made by junior high.
Parents of gifted high school students who drop out of school (Type IV)
frequently note that their children exhibited Type II behaviors in upper
elementary school or junior high. Although this relationship has not been
validated empirically, it carries significant implications that merit serious
consideration.

Type III The Underground
The Type III gifted child is known as "the underground gifted." Generally, these
are middle school females although males may also want to hide their giftedness.
If a gifted boy goes underground, it tends to happen later, in high school, and
typically in response to the pressure to participate in athletics.

In general, Type III's are gifted girls whose belonging needs rise
dramatically in middle school (Kerr, 1985). They begin to deny their talent in
order to feel more included with a non-gifted peer group. Students who are
highly motivated and intensely interested in academic or creative pursuits may
undergo an apparently sudden radical transformation, losing all interest in
previous passions. Type III's frequently feel insecure and anxious. Their
changing needs are often in conflict with the expectations of teachers and
parents. All too often, adults react to them in ways that only increase their
resistance and denial. There is a tendency to push these children, to insist
that they continue with their educational program no matter how they feel. Type
Ill's often seem to benefit from being accepted as they are at the time.

Although Type III's should not be permitted to abandon all projects or
advanced classes, alternatives should be explored for meeting their academic
needs while they are undergoing this transition. Challenging resistant
adolescents may alienate them from those who can help meet their needs and
long-term goals.

Type IVThe Dropouts
Type IV gifted students are angry. They are angry with adults and with
themselves because the system has not met their needs for many years and they
feel rejected. They may express this anger by acting depressed and withdrawn or
by acting out and responding defensively. Frequently, Type IV's have interests
that lie outside the realm of the regular school curriculum and they fail to
receive support and affirmation for their talent and interest in these unusual
areas. School seems irrelevant and perhaps hostile to them. For the most part,
Type IV's are high school students, although occasionally there may be an
elementary student who attends school sporadically or only on certain days and
has in essence "dropped out" emotionally and mentally if not physically.

Type IV students are frequently gifted children who were identified very
late, perhaps not until high school. They are bitter and resentful as a result
of feeling rejected and neglected. Their self-esteem is very low, and they
require a close working relationship with an adult they can trust. Traditional
programming is no longer appropriate for Type IV's. Family counseling is
strongly recommended, and the Type IV youth should also be given individual
counseling. Diagnostic testing is also necessary to identify possible areas for
remediation.

Type VThe Double-Labeled
Type V refers to gifted children who are physically or emotionally handicapped
in some way, or who have learning disabilities. The vast majority of gifted
programs do not identify these children, nor do they offer differentiated
programming that addresses and integrates their special needs. Fortunately,
research on the effective identification of these children has been promising,
and suggestions do exist for ways to provide programming alternatives (Daniels,
1983; Fox, Brody, & Tobin, 1983; Gunderson, Maesch, & Rees, 1988; Maker, 1977;
and Whitmore & Maker, 1985).

Type V students often do not exhibit behaviors that schools look for in the
gifted. They may have sloppy handwriting or disruptive behaviors that make it
difficult for them to complete work, and they often seem confused about their
inability to perform school tasks. They show symptoms of stress; they may feel
discouraged, frustrated, rejected, helpless, or isolated.

These children may deny that they are having difficulty by claiming that
activities or assignments are "boring" or "stupid." They may use their humor to
demean others in order to bolster their own lagging self-esteem. They urgently
want to avoid failures and are unhappy about not living up to their own
expectations. They may be very skilled at intellectualization as a means of
coping with their feelings of inadequacy. They are often impatient and critical
and react stubbornly to criticism.

Traditionally, these students are either ignored because they are perceived
as average or referred for remedial assistance. School systems tend to focus on
their weaknesses and fail to nurture their strengths or talents.

TYPE VI The Autonomous Learner
The Type VI gifted child is the autonomous learner. Few gifted children
demonstrate this style at a very early age although parents may see evidence of
the style at home. Like the Type I's, these students have learned to work
effectively in the school system. However, unlike the Type I's who strive to do
as little as possible, Type VI's have learned to use the system to create new
opportunities for themselves. They do not work for the system; they make the
system work for them. Type VI's have strong, positive self-concepts because
their needs are being met; they are successful, and they receive positive
attention and support for their accomplishments as well as for who they are.
They are well respected by adults and peers and frequently serve in some
leadership capacity within their school or community.

Type VI students are independent and self-directed. They feel secure
designing their own educational and personal goals. They accept themselves and
are able to take risks. An important aspect of the Type VI is their strong sense
of personal power. They realize they can create change in their own lives, and
they do not wait for others to facilitate change for them. They are able to
express their feelings, goals, and needs freely and appropriately.

Conclusions
This matrix will be useful in a number of ways. One use is as a tool for
inservicing educators about gifted and talented children and youth in general
and about the differentiated social and emotional needs of the specified types
in particular. The model can also be used as a teaching tool in order to expand
students' awareness and understanding of the meaning of giftedness and the
impact it has on their learning and relationships."

The model may also serve as a theoretical base for empirical research in the
areas of definition, identification, educational planning, counseling, and child
development. By looking closely at the behavior and feelings of gifted and
talented youth, better educational programming may be developed to meet their
diversified needs.

Putting The Research To Use
It is essential that educators and parents understand the cognitive, emotional,
and social needs of the gifted and talented. "Profiles of the gifted and
talented" provides a framework for a better understanding of these students by
looking closely at their feelings, behavior, and needs. Additional information
is provided concerning adult and peer perceptions, identification, and home and
school interactions. Parents and educators use the profiles to gain a deeper
awareness of the gifted and talented. They are also able to use the information
for inservice and courses concerning the nature and needs of the gifted and
talented. Furthermore, educators can present the information directly to
students in order to help them develop more insight into their own needs and
behavior. "Profiles of the gifted and talented" is a starting point for those
who want to develop a greater awareness and insight into these students. The
application of the approach will provide deeper and greater understanding of our
gifted and talented.

PROFILES OF
THE GIFTED & TALENTED
Figure 1

.

FEELINGS AND ATTITUDES

BEHAVIORS

NEEDS

ADULTS & PEERS
PERCEPTIONS OF TYPE

IDENTIFICATION

HOME SUPPORT

SCHOOL SUPPORT

-Boredom -Dependent-Positive self-concept-Anxious-Guilty about failure-Extrinsic motivation-Responsible for others-Diminish feelings of self and rights to their
emotion-Self critical

-Advocate for child at
school and in community -Provide opportunities related to passions -Allow friends of all ages -Remove time and space restrictions -Do family projects -Include child in parent's passion

-Allow development of
long-term integrated plan of study -Accelerated and enriched curriculum -Remove time and space restrictions -Compacted learning experiences with pretesting
-In-depth studies -Mentorships -College & career counseling and opportunities
-Dual enrollment or early admission -Waive traditional school policy and regulations